CTE: Education for a
Strong Economy
F
or nearly a century, career and technical education (CTE)
programs across the United States have focused on
equipping students with technical and life skills to help them
become productive citizens. Now more than ever, CTE
programs are needed to help ensure the strength of our workforce,
global competiveness and the economic health of our nation.
Overview
The federal role in “vocational” education began as a way to prepare
students for the newly industrialized workplace. Over the years, the
program has evolved to match the needs of the changing economy,
focusing on postsecondary as well as secondary education while
giving students skills they can use throughout their careers.
In 2006, the language “vocational and technical” was updated to
“career and technical” education. This transition was more than just
a name change. It represented a fundamental shift in philosophy
from CTE being for those who were not going to college to a system
that prepares students for both employment and postsecondary
education. The integration of academic and technical education
programs was strengthened, further emphasizing the goal of
ensuring that students who participate in CTE are taught the same
rigorous content aligned with challenging academic standards as
all other students. With all school programs now adhering to the
same academic standards, the separate “track” system that has
stigmatized CTE is disappearing.
CTE programs are organized into 16 Career Clusters,1 or similar
occupational groupings, that identify the knowledge and skills
students need as they follow a pathway to their goals. Once
students choose the pathway they want to follow, the career-specific
instruction they receive can lead to a high school diploma, an
industry-recognized credential, a certificate or a college degree. The
Career Clusters’ framework serves as an instructional and guidance
model that provides students with a seamless transition from high
school to postsecondary and work opportunities.
Traditional Vocational
Education
New Career and Technical
Education
• For specific students
• For all students
• Limited program
areas offered
• 16 Career Clusters and 79
pathways offered
• Separate “track” with a
focus on technical
education
• Integrated with academics in
a rigorous and relevant
curriculum
• High school focused
• High school and postsecondary partnerships
providing pathways to
employment and/or
associate, bachelor’s
and advanced degrees
• Students trained with
focus on specific
occupational skill set
• Progression of foundational,
pathway, occupational and
21st century skills
The Benefifits of CTE
CTE has always evolved in response to economic needs in our
communities. Today, CTE is a major part of the solution to myriad
national economic and workforce problems, such as high school
dropout rates, a weakened economy, global competitiveness and
massive layoffs.
Dropout Prevention:
CTE students are more motivated and
interested in their coursework because of its connection to the real
world and, as a result, less likely to dropout.2 In a recent report for
the Gates Foundation, the majority of respondents (81%) reported
that more learning opportunities which make the classroom relevant
If the United States truly wants to secure its
global leadership in technology innovation,
we must, as a nation, commit to a strategy
for innovation excellence…I believe this
strategy must place top priority on achieving
(sic) the fundamental goal of strengthening
educational opportunities, so that America’s
students and workers have the skills they
need to succeed in the technology –
and information – driven economy
of today and tomorrow.
Bill Gates, March 2008 U.S. House of Representatives
Science and Technology Committee Hearing
that has diversified its offerings over time. Students can now study
aquaculture and plant pathology, while those interested in the
business side can pursue sales and management.
Helping the Unemployed:
CTE gives individuals in transition a
way to begin a new career with a chance to reinvent themselves.
MSNBC reported in March 2009 that many people who have been
laid off during the economic crisis are taking this opportunity to go
back to school and get retrained for a new career.8 CTE programs at
the postsecondary level are poised to serve this population.
Policymakers at all levels should embrace CTE programs at the high
school and postsecondary levels in order to help students see the
relevance of their school work and prepare them for jobs in highskill, high-wage, high-demand career fields. With appropriate policy
supports and funding, these CTE programs can prepare students to
leverage the academic and career skills they learn in school to help
build and sustain our economy.
Endnotes
to the real world would have helped them to finish high school.3
Career clusters put education into a relevant context by linking what
is learned in school to the knowledge and skills that are needed in
the workplace.
1 For more information on the States’ Career Clusters Initiative, visit
NASDCTEc at www.careerclusters.org.
Better Career Prospects:
3 John M. Bridgeland, John DiIulio, and Karen Burke Morison, “The Silent
Epidemic: Perspectives of High School Dropouts,” (Washington, DC: Civic
Enterprises in association with the Peter D. Hart Research Associates, March
2006), www.gatesfoundation.org/united-states/documents/
TheSilentEpidemic3-06FINAL.pdf.
CTE students participate in programs
that lead to employment in high-skill, high-wage, high-demand
occupations or professions. A 2004 National Assessment of
Vocational Education (NAVE) report showed that students who
participated in postsecondary CTE coursework, even without
earning credentials, earned a higher yearly salary than high school
graduates who do not take postsecondary CTE courses.4
21st Century Occupations:
CTE programs provide the skills
training that addresses the needs of high-growth industries, such
as healthcare, renewable energy and STEM fields. Healthcare
occupations are expected to make up 7 of the 20 fastest growing
occupations, according to the U.S. Bureau of Labor Statistics.5
According to a January 2009 report by the American Solar Energy
Society and Management Information Services, Inc., the renewable
energy and energy efficiency industry could generate up to $4.3
trillion in revenue and create more than 37 million jobs (more than
17% of all anticipated U.S. employment) by the year 2030.6 The
Science, Technology, Engineering and Mathematics (STEM) CTE
cluster prepares students for careers in engineering and computer
science – critical areas for the economic future of our country.
Traditional vocational education programs have also become 21st
century CTE programs. For students who wish to pursue careers as
teachers, some schools offer honors-level, college credit courses
through the Teacher Cadet Program.7 Agriculture is another field
2 Michael E. Wonacott, “Dropouts and Career and Technical Education, Myths
and Realities No. 23,” (Washington, DC: U.S. Department of Education, Office
of Educational Research and Improvement, 2002), http://eric.ed.gov/ERICDocs/
data/ericdocs2sql/content_storage_01/0000019b/80/1a/b4/fc.pdf.
4 Marsha Silverberg, et al., National Assessment of Vocational Education: Final
Report to Congress, (Washington, DC: U.S. Department of Education, Policy
and Program Studies Service, June 2004).
5 U.S. Department of Labor, Bureau of Labor Statistics, “Career Guide to
Industries: Healthcare,” www.bls.gov/oco/cg/cgs035.htm.
6 Roger H. Bezdek, “Green Collar Jobs in the U.S. and Colorado: Economic
Drivers for the 21st Century,” (Washington, DC: Management Information
Services, for American Solar Energy Society, January 2009), www.ases.org/
images/stories/ASES/pdfs/CO_Jobs_Rpt_Jan2009_summary.pdf.
7 For more information, visit the Center for Educator Recruitment, Retention,
& Advancement (CERRA) at www.cerra.org/teacherCadets/.
8 Martin Wolk, “Reinventing America: Stories from the Front,” MSNBC,
March 10, 2009, www.msnbc.msn.com/id/29496604/.
Contact Info
Nancy Conneely, NASDCTEc
8484 Georgia Avenue, Silver Spring, MD 20910
301-588-9630 • [email protected] • www.careertech.org
Alisha Hyslop, ACTE
1410 King Street, Alexandria, VA 22314
727-642-0491 • [email protected] • www.acteonline.org